The Manager of Purchasing and Inventory Control will plan, direct and coordinate system-wide purchasing, procurement, receiving, storing and distribution by the School District of necessary items of supplies and equipment for use in the educational programs and for the maintenance and operation of School District facilities in such a manner as to provide required materials, supplies and services at the time needed and at the best possible value.
East Central
School Psychologist
School Psychologist
**$5,000 signing bonus provided**
Position Location: Chisago Lakes Middle School in the Chisago Lakes School District
Position Purpose
School psychologists provide direct and/or indirect support and interventions to students, consult with teachers, families, and other school-employed mental health professionals (i.e., school counselors, school social workers) to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. Through their work, school psychologists help SCRED member districts and buildings successfully implement a multi-tiered system of supports (MTSS) framework in order to: improve academic achievement, promote positive behavior and mental health, support diverse learners, create safe, positive school climates, strengthen family-school partnerships, improve school-wide assessment and accountability, and monitor individual student progress in academics and behavior.
Essential Duties
MTSS Implementation
- Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
- Facilitate the problem solving team (PST) in each building, ensuring that each PST is:
- using standard data for decision making
- defining problems in observable and measurable terms
- collecting sufficient information for intervention planning
- developing detailed intervention plans
- evaluating integrity of implementation
- supporting classroom teachers or interventionists in data collection activities
- graphing intervention effectiveness
- Participate in various data team meetings within each building
- Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
- Assist in conducting needs assessments to support various resource allocation and/or programming decisions
Special Education Leadership
- Facilitate Student Support Team (SST) meetings
- Attend special education department meetings
- Serve as a liaison between SCRED and its member districts, in promotion of a positive, collaborative culture
- Provide consultation on special education due process to staff and parents
- Assist in the improvement of special education services (e.g., program evaluation, evaluation/service process, resource allocation, transitions), under the direction of SCRED Administration and the principal
- Facilitate the child find process by assisting in responding to referrals for initial special education evaluations for students suspected of having disabilities
- Assist in coordinating the reevaluation process for students receiving special education and related services
- Administer and interpret intellectual ability tests, social behavior assessments, and adaptive assessments as part of comprehensive evaluations for current and potential special education students when necessary
- Assist in the planning process for the provision of Extended School Year (ESY) services in building(s)/district of assignment
- Assist with facilitating transition planning, including attending IEP meetings (as needed) for children moving from ECSE programs to kindergarten, elementary to secondary, or between buildings and programs
- Support special education staff in reviewing progress monitoring data on IEP goals and designing appropriate interventions
- Assist with state compliance review activities, including the implementation of any resulting corrective action plans
- Serve as an active member of the SCRED Implementation Team (I-Team)
- Plan and implement professional learning opportunities at SCRED and building(s)/district of assignment
Academic Assessment and Services
- Support building-wide academic screening processes
- Complete diagnostic assessments in reading, math and written expression, as deemed appropriate by the Problem Solving Team or Student Support Team
- Develop, implement and monitor the fidelity of academic interventions, as requested
- Assist in ensuring compliance with child find requirements related to the implementation of Scientific Research-Based Interventions
Social Emotional Learning (SEL) Assessment and Services
- Provide direct SEL services to individuals, small groups, classrooms or school-wide, as requested
- Provide direct counseling services to individuals or groups, as requested
- Complete mental health screenings and assist students, families, and school staff in determining appropriate mental health supports, both internally and through outside agencies
- Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
- Assist in the development of Behavior Support Plans (BSPs), in collaboration with special education staff to write Behavior Support Plans, and track BSPs data with integrity checks
- Gather and organize data to assist teams in making manifestation determination, when needed
- Provide behavior consultation services to general education and special education staff
Crisis Response Services
- Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
- Provide consultation in crisis prevention and response
- Complete student risk assessments when necessary
- Assist in completing student threat assessment activities when necessary
- Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
Other Duties
- Perform other duties as assigned
High School English Teacher – Long Term Substitute
Rush City High School is seeking a 1.0 FTE long term sub for our 7th & 10th Grade English Teaching position. This position is from approximately March 25 – May 27, 2022. Courses include three sections of English 7 and three sections of English 10. Similar experience preferred but not required – mentors will be available as needed. This position is open until filled.
Continuous Daily Substitute Teacher
The Continuous Daily Substitute Teacher will be providing classroom instruction out of multiple classrooms throughout the district.
General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. In the absence of the classroom teacher, the substitute teacher provides instruction, encourages student progress, and manages the learning environment.
Responsibilities: The substitute teacher will be assigned to one building to conduct assigned classes at the times scheduled; follow system policies and regulations concerning student conduct and discipline; follow professional practices consistent with school and system policies in working with students, student records, parents and colleagues.
Demonstrate professional practices in teaching:
Model correct use of oral and written language
Follow teacher lesson plans
Assign reasonable tasks and homework to students
Encourage student progress.
Required Qualifications: Valid Minnesota Short-Call Sub License
Temporary Assignment: 2021-22 School Year (This position is required to work every day for the remainder of the school year.)
Compensation: $175/day
This position is eligible for benefits including single HSA health and dental insurance. If you are interested in being considered for a Short-Call Substitute Teaching position (Bachelor’s Degree or Higher required) please apply through PELSB at https://mn.gov/pelsb/aspiring-educators/apply/
Osseo Area Schools is pleased to offer an online training course for substitute teachers that hold a short-call license! This training will improve your skills in classroom management and teaching strategies and increase student performance. The 6-10 hour course of study includes an assessment test for substitutes to take at the end of the course. Upon successful completion, substitutes will receive a Sub Diploma.
Teacher – Special Ed (Skills)
General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning.
Responsibilities:
Position provides instruction and support in the curriculum areas for which employed;
make appropriate use of instructional resources and technologies.
Implement the goals and objectives of the District and the school and/or program for
which employed.
Write and implement individual student goals and objectives.
Evaluate student performance according to the goals and objectives on the Individual
Educational Plan (IEP) used by School District; promote student achievement; maintain
required student records; make related reports to the principal as prescribed or
authorized by the superintendent.
Maintain contact and communications with parents of students and work with them in the
development of each student.
Perform classroom management duties; enforce District rules governing the conduct.Understand and be able to implement due process guidelines following state and federal rules, regulations and District policy.
Required Qualifications: A valid Minnesota teaching license in DCD; BCBA preferred, not required.
Desired Qualifications:
Considerable knowledge of the curriculum areas the teacher is responsible for instructing.
Knowledge of Discrete Trial Training
Considerable knowledge of educational philosophy, teaching methods and approaches, current researched best practices and strategies.
Considerable knowledge of students’ learning styles and needs, both academic and affective.
Considerable knowledge of multicultural, gender and disability fair curriculum concepts.
Working knowledge of instructional technologies.
Considerable skill in classroom management and organization.
Ability to effectively facilitate and/or participate in team meetings and parent meetings.
FTE: .8 The hours for this position are 12PM to 6PM; 12PM to 4:15 at MGMS with additional services in the home from 4:30 to 6PM.
Application Procedure: Apply online
Benefits: Group Benefits
Teacher – Continuous Special Education Substitute
The Continuous Special Education Substitute Teacher will be providing classroom instruction out of multiple classrooms.
General Purpose of Job: To inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. In the absence of the special education teacher, the substitute teacher provides instruction, encourages student progress, and manages the learning environment.
Responsibilities: The substitute teacher will be assigned to classrooms where a special education teacher is absent with a focus on filling Connect, Skills or Strategies openings first before accepting open Resource positions to conduct assigned classes at the times scheduled; follow system policies and regulations concerning student conduct and discipline; follow professional practices consistent with school and system policies in working with students, student records, parents and colleagues.
Demonstrate professional practices in teaching:
Follow teacher lesson plans
Encourage student progress
Support student who may be dysregulated
Required Qualifications: Valid Minnesota Teaching License in special education; ASD, DCD or EBD preferred. Strong communication skills both written and verbal.
FTE: 1.0